Republic of the Philippines

City of Olongapo
GORDON COLLEGE
COLLEGE OF EDUCATION, ARTS AND SCIENCES
Olongapo City Sports Complex, Donor St., East Tapinac, Olongapo City 2200
Telefax No.: (047) 602-7175 loc 322

Title The Philippine Profdessional Standards for Teachers (PPST)

Module No. ____8____

I. Introduction
In line with the new professional standards for teacher , the Department of Education
(DepEd) , through the Teacher Education Council (TEC) , issues DepEd Order No. 42 series
of 2017 entitled “National Adoption and Implementation of the Philippine Professional
Standards for teachers (PPST).

This module presents the competencies and standards that each teacher must
possess in order to function effectively in the classroom and in the community.
Read on and reflect on some of the experiences you have had to match them with
the concepts and processes contained in this module.

II. Learning Objectives

At the end of the module you are expected to be able to:

1. recognize the importance of professional standards in the continuing professional

development and advancement of teachers based on the principle of lifelong learning;
2. describe the seven domains and 37 strands of the PPST ;
3. engage to actively embrace a continuing effort in attaining proficiency
4. /answer application questions

III- TOPICS AND KEY Concepts

A. Rationale and Aims of the Philippine Professional Standards for Teachers (PPST)
1. The changes brought about by various national and global frameworks such as the K-
12 reform , ASEAN Integration , globalization and the changing character of the 21 st
century learners necessitate the improvements and call for the rethinking of the National
Competency-Based Teacher Standards (NCBTS) ; hence , the development of the
Philippine Professional Standards for Teachers (PPST). The PPST shall be used as a
basis for all learning and development programs for teachers to ensure that teachers
are properly equipped to effectivity implement the K-12 Program. It can also be used for
the selection and promotion of teachers.
2. The PPST aims to :
2.1 set out clear expectations of teachers along well-defined career stages of
professional development from beginning to distinguished practice ;
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Telefax No.: (047) 602-7175 loc 322

engage teachers to actively embrace a continuing effort in attaining proficiency

B. Domains , Strands , Indicators and Career Stages
1. The standards describe the expectations of teachers’ increasing level of knowledge ,
practice and professional engagement.
2. Teacher professional development happens in a continuum from beginning to
exemplary practice. Anchored on the principle of lifelong learning , the set of professional
standards for teachers recognizes the significance of a standard framework that
articulate developmental progression as teachers develop , refine their practice and
respond to the complexities of educational reforms.
3. The following describes the breath of seven (7) domains that are required by teachers
to be effective in the 21st century in the Philippines. It also defines the work of teachers
at different career stages:
3.1 Domain 1 : Content Knowledge and Pedagogy. Domain 1 recognizes the
importance of teacher’s mastery of content knowledge and its interconnectedness
within and across curriculum areas , coupled with a sound and critical understanding
of the application of theories and principles of teaching and learning. This domain
encompasses teachers’ ability to apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current research. It takes into
account teachers’ proficiency in Mother Tongue , Filipino and English in the
teaching and learning process , as well as needed skills in the use of communication
strategies , teaching strategies and technologies to promote high quality learning
outcomes.
Strands Beginning Proficient Highly Distinguished
Teachers teachers Proficient Teachers
Teachers
Strand 1.1 Demonstrate Apply Model Model exemplary
Content content knowledge ofeffective practice to
knowledge knowledge and content within
applications of improve the
and its its application and across
content applications of
application within and/or curriculum knowledge content
within and across teaching within and knowledge within
across curriculum areas. across and across
curriculum teaching areas. curriculum curriculum
areas teaching teaching areas.
areas.
Strand 1.2 Demonstrate an Use research- Collaborate Lead colleagues
Research- understanding based with in the
based of research- knowledge colleagues in advancement of
knowledge based and principles the conduct the art and
and knowledge and of teaching and science of
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principles of principles of and learning application of teaching based

teaching and teaching and to enhance research to on their
learning learning. professional enrich comprehensive
practice. knowledge of knowledge of
content and research and
pedagogy. pedagogy.

Domain 2 : Learning Environment. Domain 2 highlights the role of teachers to provide

learning environments that are safe , secure , fair and supportive in order to promote learner
responsibility and achievement. This domain centers on creating an environment that is
learning-focused and in which teachers effcienctly manage learner behavior in an physical
and virtual space. It highlights the need for teachers to utilize a range of resources and
provide intellectually challenging and stimulating activities to encourage constructive
classroom interactions geared towards the attainment of high standards of learning.

Strands Beginning Proficient Highly Distinguished

Teachers teachers Proficient Teachers
Teachers
Strand 2.1 Demonstrate Establish safe Exhibit effective Apply
Learner safety knowledge of and secure strategies that comprehensive
and security policies , learning ensure safe and knowledge of and act
guidelines and environments to secure learning as a resource person
procedures that enhance environments to for policies ,
provide safe and learning through enhance learning guidelines and
secure learning the consistent through the procedures that
environments. implementation consistent relate to the
of policies , implementation of implementation of
guidelines and policies , safe and secure
procedures. guidelines and learning
procedures. environments for
learning.

Strand 2.2 Demonstrate Maintain Exhibit effective Advocate and

Fair learning understanding of learning practices to foster facilitate the use of
environment learning environments learning effective practices to
environments that that promote environments that foster learning
promote fairness , fairness , promote fairness , environments that
respect and care respect and respect and care promote fairness ,
to encourage care to to encourage
learning. learning.
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encourage respect and care to

learning. encourage learning.

Strand 2.3 Demonstrate Manage Work with Model exemplary

Management knowledge of classroom colleagues to practices in the
of classroom managing structure to model and share management of
structure and classroom engage learners effective classroom structure
activities structure that , individually or techniques in the and activities , and
engages learners in groups , in management of lead colleagues at
, individually or in meaningful classroom the whole school
groups , in exploration , structure to level to review and
meaningful discovery and engage learners , evaluate their
exploration , hands-on individually or in practices.
discovery and activities within groups , in
hands-on a range of meaningful
activities within physical exploration ,
the available learning discovery and
physical learning environments. hands-on
environments. activities within a
range of physical
learning
environments.

Domain 3 : Diversity of Learners. Domain 3 emphasizes the central role of teachers in

establishing learning environments that are responsive to learner diversity. This domain
underscores the importance of teachers’ knowledge and understanding of , as well as respect
for , learners’ diverse characteristics and experiences as inputs to the planning and design of
learning opportunities. It encourages the celebration of diversity in the classrooms and the
need for teaching practices that are differentiated to encourage all learners to be successful
citizens in a changing local and global environment.

Strands Beginning Proficient Highly Distinguished

Teachers Teachers Proficient Teachers
Teachers

Strand 3.1 Demonstrate Use Work with Lead

knowledge differentiated , colleagues to colleagues to
Learners’ and developmentally share evaluate
gender , needs understanding appropriate differentiated , differentiated
, strenghs , of earning developmentally strategies to
differentiated experiences to appropriate enrich teaching
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interests and teaching to address opportunities to practices that

experiences suit the learners’ gender address address
learners’ , needs , learners’ gender learners’
gender , strngths , , needs , differences in
needs , interests and strengths , gender , needs
strngths , experiences interests and , strngths ,
interests and experiences interests and
experiences experiences

Strand 3.2 Implement Establish a Exhibit a Model

teaching learner- learner- exemplary
Learners’ strategies that centered culture centered culture teaching
linguistic , are by using that promote practices that
cultural , socio- responsive to teaching success by recognize and
economic and the learners’ strategies that using effective affirm diverse
religious linguistic , respond to their teaching linguistic ,
backgrounds cultural , linguistic , strategies that cultural , socio
socio- cultural , socio respond to their economic and
economic and economic and linguistic , religious
religious religious cultural , socio backgrounds to
backgrounds. backgrounds. economic and promote
religious learner
backgrounds. success.

Strand 3.3 Use strategies Design , adapt Assist Lead

responsive to and implement colleagues to colleagues in
Learners with learners with teaching design , adapt designing ,
disabilities , disabilities , strategies that and implement adapting and
giftedness and giftedness are responsive teaching implementing
talents and talents. to learners with strategies that teaching
disabilities , are responsive strategies that
giftedness and to learners with are responsive
talents. disabilities , to learners with
giftedness and disabilities ,
talents. giftedness and
talents.

Strand 3.4 Demonstrate Plan and deliver Evaluate with Model a range
Learners in understanding teaching colleagues of high level
difficult of the special strategies that teaching skills
circumstances educational are responsive strategies that responsive to
needs of to the special are responsive the special

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learners in educational to the special educational

difficult needs of educational needs of
circumstances learners in needs of learners in
, including : difficult learners in difficult
geographic circumstances difficult circumstances
isolation ; including circumstances , including :
chronic geographic including : , geographic
illness; isolation ; geographic isolation ;
displacement chronic illness; isolation ; chronic illness;
due to armed displacement chronic illness; displacement
conflict , urban due to armed displacement due to armed
resettlement conflict , urban due to armed conflict , urban
or disasters ; resettlement or conflict , urban resettlement or
child abuse disasters ; child resettlement or disasters ; child
and child labor abuse and child disasters ; child abuse and
practices. labor practices. abuse and child child labor
labor practices. practices.

Strand 3.5 Demonstrate Adapts and use Develop and Show

Learners knowledge of culturally apply teaching comprehensive
from teaching appropriate strategies to skills in
indigeneous strategies that teaching address delivering
groups are inclusive strategies to effectively the culturally
of learners address the needs of appropriate
from needs of learners from teaching
indigeneous learners from indigeneous strategies to
groups. indigeneous groups. address
groups. effectively the
needs of
learners from
indigeneous
groups.

Domain 4 : Curriculum and Planning. Domain 4 addresses teachers’ knowledge of and interaction with the
national and local curriculum requirements. This domain encompasses their ability to translate curriculum
content into learning activities that are relevant to learners and based on the principles of effective teaching
and learning. It expects teachers to apply their professional knowledge to plan and design , individually or in
collaboration with colleagues , well-structured and sequenced lessons. These lesson sequences and
associatedlearning programs should be contextually relevant , responsive to learners’ needs and incorporate

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a range of teaching and learning resources. The domain expects teachers to communicate learning goals to
support learner participation , understanding and achievement.

Strands Beginning Proficient Highly Distinguished

Teachers Teachers Proficient Teachers
Teachers

Strand 4.1 Prepare Plan , manage Develop and Model exemplary

developmentally and implement apply effective practice and lead
Planning and sequenced developmentally strategies in the colleagues in
management of teaching and sequenced planning and enhancing current
teaching and learning teaching and management of practices in the
learning process process to meet learning developmentally planning and
curriculum process to meet sequenced management of
requirements. curriculum teaching and developmentally
requirements learning sequenced teaching
and varied process to meet and learning
teaching curriculum process.
contexts. requirements
and varied
teaching
contexts.

Strand 4.2 Identify learning Set achievableModel to Exhibit high level

Learning outcomes that and appropriate
colleagues the skills and lead in
outcomes are aligned with learning setting of setting achievable
aligned with learning outcomes that achievable and and challenging
learning competencies are aligned with
challenging learning outcomes
competencies learning learning that are aligned with
competencies outcomes that learning
are aligned with competencies
learning towards the
competencies to cultivation of a
cultivate a culture of excellence
culture of for all.
excellence for
all learners.
Strand 4.3 Demonstrate Asapt and Work Provide advice in
Relevance and knowledge in implement collaborately the design and
responsiveness the learning with colleagues implementation of
of learning implementation programs that to evaluate the relevant and
programs of relevant and ensure design of responsive learning
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responsive relevance and learning programs that

learning responsiveness programs that develop the
programs to the needs of develop the knowledge and skills
all learners knowledge and of learners at
skills of learners different ability
at different levels
ability levels
Strand 4.4 Seek advice Participate in Review with Lead colleagues in
Professional concerning collegial colleagues , professional
collaboration to strategies that discussions that teacher and discussions to plan
enrich teaching can enrich use teacher and learner and implement
practice teaching learner feedback to plan strategies that
practice feedback to , facilitate and enrich teaching
enrich teaching enrich teaching practice.
practice practice
Strand 4.5 Show skills in Select , develop Advise and Model exemplary
Teaching and the selection , , organize and guide skills and lead
learning development use appropriate colleagues in colleagues in the
resources and use of a teaching and the selection , development and
including ICT variety of learning organization , evaluation of
teaching and resources , development teaching and
learning including ICT , to and use of learning resources ,
resources , address learning appropriate including ICT , for
including ICT , goals. teaching and use within and
to address learning beyond the school.
learning goals. resources ,
including ICT ,
to address
specific learning
goals.

Domain 5 : Assessment and Reporting. Domain 5 relates to processes associated with

a variety of assessment tools and strategies used by teachers in monitoring , evaluating ,
documenting and reporting learners’ needs , progress and achievement. This domain
concerns the use of assessment data in a variety of ways to inform and enhance the
teaching and learning process and programs. It concerns teachers providing learners with
the necessary feedback about learning outcomes. This feedback informs the reporting
cycle and enables teachers to select , organize and use sound assessment processes.

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Strands Beginning Proficient Highly Proficient Distinguished

Teachers Teachers Teachers Teachers

Strand 5.1 Demonstrate Design , select , Work Lead initiatives in

knowledge of the organize and collaboratively the evaluation of
Design , design , use diagnostic , with colleagues assessment
selection , selection , formative and to review the policies and
organization and organization and summative design , guidelines that
utilization of use of diagnostic assessment selection , relate to the
assessment , formative and startegies organization and design ,
strategies summative consistent with use of range of selection ,
assesment curriculum effective organization and
strategies requirements. diagnostic , use of effective
consistent with formative and diagnostic ,
curriculum summative formative and
requirements. assessment summative
strategies assessment
consistent with strategies
curriculum consistent with
requirements. curriculum
requirements.

Strand 5.2 Demonstrate Monitor and Interpret Provide advice

Monitoring and knowledge of evaluate learner collaboratively on , and monitor
evaluation of monitoring and progress and monitoring and colleagues in the
learner progress evaluation of achievement evaluation effective anaysis
and learner progress using learner strtaegies of and use of
achievement and attainment data attainment data learner
achievement to support attainment data.
using learner learner progress
attainment data and
achievement

Domain 6 : Community Linkages and Professional Engagement. Domain 6 affirms the

role of teachers in establishing shool-community partnerships aimed at enriching the
learning environment , as well as the community’s engagement in the educative process.
This domain expects teachers to identify and respond to opportunities that link teaching
and learning in the classroom to the experiences , interests and aspirations of the wider
school community and other key stakeholders.It concerns the importance of teacher’s
understanding and fulfilling their obligations in upholding professional ethics , accountability

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and transparency to promote professional and harmonious relationships with learners ,

parents , schools and the wider community.

Strands Beginning Proficient Highly Proficient Distinguished

Teachers Teachers Teachers Teachers

Strand 6.1 Demonstrate an Maintain learning Reflect on and Model exemplary

understanding of environments evaluate learning practice and
Establishmen knowledge of that are environments empower
t of learning learning responsive to that are colleagues to
environments environments community responsive to establish and
that are that are contexts. community maintain effective
responsive to responsive to contexts. learning
community community environments
contexts contexts. that are
responsive to
community
contexts.

Strand 6.2 Seek advice Build Guide colleagues Lead in

concerning relationships with to strengthen consolidating
Engagement strategies that parents/guardian relationships with networks that
of parents build s and the wider parents/guardian strenghten
and the relationships with school s and the wider relationships with
wider school parents/guardian community to school parents/guardian
community in s and the wider facilitate community to s and the wider
the community. involvement in maximize their school
educative the educative involvement in community to
process process. the educative maximize their
process. involvement in
the educative
process.

Strand 6.3 Demonstrate Review regularly Discuss with Lead colleagues

awareness of personal colleagues in the regular
Professional existing laws and teaching practice teaching and review of existing
ethics regulations that using existing learning codes , laws and
apply to the laws and practices that regulations that
teaching regulations that apply existing apply to the
profession , and apply to the codes , laws and teaching
become familiar teaching regulations that profession , and
with the profession and apply to the the

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responsibilities the teaching responsibilities

specified in the responsibilities prefession , and as specified in
Code of Ethics specified in the the the Code of
for Professional Code of Ethics responsibilities Ethcis for
Teachers. for Professional specified in the Professional
Teachers. Code of Ethics Teachers.
for Professional
Teachers.

Domain 7 : Personal Growth and Professional Development. Domain 7 focuses on

teachers’ personal growth and professional development. It accentuates teachers’ proper
and high personal regard for the profession by maintaining qualities that uphold the dignity
of teaching such as caring attitude , respect and integrity. This domain values personal and
professional reflection and learning to improve practice. It recognizes the importance of
teachers’ assuming responsibility for personal growth and professional development for
lifelong learning.
Domain 7 : Personal Growth and Professional Development. Domain 7 focuses on
teachers’ personal growth and professional development. It accentuates teachers’ proper
and high personal regard for the profession by maintaining qualities that uphold the dignity
of teaching such as caring attitude , respect and integrity. This domain values personal and
professional reflection and learning to improve practice. It recognizes the importance of
teachers’ assuming responsibility for personal growth and professional development for
lifelong learning.

Strands Beginning Proficient Highly Distinguished

Teachers Teachers Proficient Teachers
Teachers

Strand 7.1 Articulate a Apply a Manifest a Model a learner-

personal personal learner-centred centered
Philosophy of philosophy of philosophy of teaching teaching
teaching teaching that is teaching that is philosophy in philosophy
learner- learner-centred. various aspects through teaching
centered. of practice and practices that
support stimulate
colleagues in colleagues to
enhancing their engage in
own learner- further
centered

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teaching professional
philosophy. learning.

Strand 7.2 Demonstrate Adopt practices Identify and Act as a role

behaviors that that uphold the utilize personal model and
Dignity of uphold the dignity of professional advocate for
teaching as a dignity of teaching as a strengths to upholding the
profession teaching as a profession by uphold the dignity of
profession by exhibiting dignity of teaching as a
exhibiting qualities such teaching as a profession to
qualities such as as caring , profession to build a positive
caring , respect attitude , help build a teaching and
and integrity. respect and positive learning culture
integrity. teaching and within and
learning culture betond the
within the school.
school.

Strand 7.3 Seek Participate in Contribute Take a

opportunities to professional actively to leadership role
Profewssional establish networks to professional in supporting
links with professional share networks within colleagues’
colleagues links with knowledge and and between engagement
colleagues to enhance schools to with professional
practice. improve networks within
knowledge and and across
to enhance schools to
practice. advance
knowledge and
practice in
identified areas
of need.

III. Teaching and Learning Materials and Resources

A. The Philippine Professional Standards for Teachers

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IV. Learning Tasks

Learning Task No. 1

Direction : To find out how much you have learned from this module , answer the
following application questions :

a. Describe a safe and well-maintained learning environment

b. Formulate five indicators of teacher’s mastery of content knowledge and its
interconnectedness within and across curriculum areas.
c. Give five examples of assessment tools and strategies used by teachers in
monitoring , evaluating , documenting and reporting learners’ needs , progress and
achievement. (Get data from online and offline sources).
d. What limitations do you see that prevent teachers from undertaking professional
updating and development?
e. Is there really a need to establish learning environments that are responsive to learner
diversity ? Why or why not?
f. As a future teacher , what benefits can you derive from studying the Philippine
professional Standards for teachers?

Learning Task No. 2

Direction: Matching Type : In order to understand the concepts learned in this module ,
match the concepts in Column A with that of the description in Column B. Write the letter of
your answer on the box for each number.

Column A Column B

1. Content Knowledge a. Broad conceptual sphere of teaching

and learning practices defined by
specific strands in the set of
professional standards for teachers.
2. Domain b. Public document that defines teacher
quality through well-defined domains ,
strands and indicators that provide
measures of professional learning ,
competent practice and effective
engagement.
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3. Professional Standards for c. Knowledge and skills acquisition

Teachers designed with a clear purpose , goal or
objective in mind.
4. Strand d. Teaching materials that teachers use
in order to enhance teaching and
learning.
5. Purposive learning e. Something most teachers do everyday
, as they reflect on their professional
practice , work together and share
ideas and strive to improve learner
outcomes.
6. Professional learning f. Teachers working together with
colleagues and other stakeholders to
enrich the teaching – learning
practice.
7. Learning programs g. Products and performance targets
through which students demonstrate
the knowledge , skills and attitudes
they have learned.
8. Teaching and learning h. Organized and sequenced set of
resources strategies , activities and tasks that
effect learning.
9. Learning outcomes i. More specific dimensions of teacher
practice under every domain in the set
of professional standards for teachers.
10. Professional collaboration j. Competence that teachers are
expected to master for them to teach
efficiently and effectively.

Learning Task 3:

Direction: Assess yourself. What strand under each domain are you strong/ identify 2
strands under each domain where you think you need improvement. Then Write your
action plan to improve.

Use the Format Below”

Domain !:Content Knowledge and Pedagogy

Strongset Strand:
________________________________________________________________________
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\Weakest Strand

1.______________________________________________________________________

Action to be taken________________________________________________________

2. _________________________________________________________________

Action to be taken_______________________________________________________

Domain 2 ______________________________________________________________________

Stronest Strand___________________________________________________________

Weakest Strands 1. ________________________________________________________

Action to be taken _______________________________________________________

Weakest Strand 2 _________________________________________________________

Action to be Taken ______________________________________________________

Domain 3 ____________________________________________________________________

Strongest Strand___________________________________________________________

Weakest Strands 1. ________________________________________________________

Action to be taken _______________________________________________________

Weakest Strand 2 _________________________________________________________

Domain 4 ______________________________________________________________________

Strongest Strand___________________________________________________________

Weakest Strands 1. ________________________________________________________

Action to be taken _______________________________________________________

Weakest Strand 2 _________________________________________________________

Action to be Taken ______________________________________________________

Action to be Taken ______________________________________________________

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Telefax No.: (047) 602-7175 loc 322

Domain 5 ______________________________________________________________________

Strongest Strand___________________________________________________________

Weakest Strands 1. ________________________________________________________

Action to be taken _______________________________________________________

Weakest Strand 2 _________________________________________________________

Action to be Taken ______________________________________________________

Domain 6 _____________________________________________________________________

Strongest Strand___________________________________________________________

Weakest Strands 1. ________________________________________________________

Action to be taken _______________________________________________________

Weakest Strand 2 _________________________________________________________

Action to be Taken ______________________________________________________

Domain 7 ______________________________________________________________________

Strongest Strand___________________________________________________________

W eakest Strands 1. ________________________________________________________

Action to be taken _______________________________________________________

Weakest Strand 2 _________________________________________________________

Action to be Taken ______________________________________________________

IV References
https://www.teacherph.com/philippine-professional-standards-for-teachers/

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